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ADDADHD:

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Title: ADDADHD:


1
ADD/ADHD
  • The Implications for the Classroom Teacher

2
Review of ADD/ADHD
  • 2 - 30 of Americas children have been
    diagnosed with ADD/ADHD.
  • It is estimated that only 3-5 of the school-age
    population should fall under the diagnosis.
  • The United States defines ADD/ADHD under a
    medical disease model.

3
Common Characteristics
  • Characteristics of children with ADD are
    inattention, hyperactivity, and impulsivity.
  • To be diagnosed with ADHD a child must display
    symptoms of inattention and/or hyperactivity-impul
    sivity for a period of at least six months to a
    degree that is developmentally inappropriate.

4
Common Characteristics
  • Also, an individual must have displayed these
    symptoms prior to seven years of age.

5
More Characteristics.
  • Symptoms must also be present in more than one
    situation.
  • Last, the symptoms must be severe enough that
    they impair academic or occupational functioning.

6
What Types of Services Can Students With ADD/ADHD
Receive?
  • Children with ADD/ADHD may qualify for
    educational services under the Individuals with
    Disabilities Education Act of 1990 (IDEA).
  • Students will not necessarily have an IEP, unless
    they have another disability which is the primary
    disability.

7
What Types of Services Can Students With ADD/ADHD
Receive?
  • Students with only the ADD/ADHD may qualify for
    educational services with a Section 504 plan
    under the category of other health impaired.

8
What is Section 504?
  • Section 504 is not an education act, but rather a
    civil rights law that prohibits discrimination
    against persons with disabilities by school
    districts receiving federal assistance.
  • A disability is defined as any physical or mental
    impairment that substantially limits one or more
    major life activities, including learning.

9
More About Section 504.
  • Section 504 is not an aspect of special
    education.
  • It is a responsibility of the school district to
    provide a special 504 accommodation plan at the
    request of the parent, assuming a medical
    diagnosis has been made.
  • Therefore, a student with ADD/ADHD would have an
    education plan, but it would not be an IEP as
    required under IDEA.

10
Four Fundamental Intervention Areas
  • Environmental management
  • Instructional accommodations
  • Student-regulated strategies
  • Medical management

11
Environmental Management
  • Environmental management strategies is defined as
    all teacher-directed activities that support the
    classroom environment established by the teacher
    and establish optimal conditions for the learner
    as well.

12
Environmental Management Strategies Include
  • Preferential Seating This does not always mean
    the front seat. This would be a seat in the
    room that provides the least amount of
    distraction for the learner.
  • Re-arranging the students day
  • Grouping differently
  • Re-examining discipline policies

13
Instructional Accommodations
  • Instructional accommodations have to do with
    varying instructional strategies as it relates to
    what is taught, using different teaching
    strategies and assessing student progress
    differently.

14
Instructional Accommodation Strategies Include
  • Using visual aids in addition to oral
    presentation.
  • Breaking down tasks into smaller parts.
  • Giving directions one at a time.
  • Providing hands-on learning whenever possible.
  • Using a variety of assessment tools.

15
Student-Regulated Strategies
  • Student-regulated strategies are initially taught
    by the teacher and then later become
    student-empowered. The student uses the
    strategies independently of the teacher to
    self-regulate his or her self. These types of
    strategies help the learner know himself or
    herself as a learner and then regulate him or
    herself as necessary.

16
Student-Regulated Strategies Include
  • Teacher creates a signal to the student when
    behavior needs to be self-corrected.
  • Use close proximity to signal to the student to
    self-correct.

17
Student-Regulated Strategies Include
  • Teach student which choices he/she should make in
    order to create a positive learning condition for
    him/herself.
  • Provide consistent feedback to let student know
    when appropriate strategies have been chosen and
    used.

18
Medical Management
  • Medical management relates to the role the school
    can play as an observer of the behavior of
    students diagnosed with ADD/ADHD who are taking
    medication.

19
Medical Management Strategies Include
  • Monitoring the student and noting behaviors at
    various times of the day.
  • Communicating with parents and physicians
    regarding the effects of the medication defines
    the school as a collaborator in the management of
    medications.

20
What Is Your Plan? Creating an action plan for
your school to help students with ADD/ADHD.
  • Break into small groups
  • Create a list of strategies under each of the
    four intervention categories that you can use
    with your students.
  • Share your groups strategies with the large
    group.
  • Compile one school list that everyone can use as
    a resource.

21
What Next?
  • Make sure everyone in your school is
    knowledgeable about ADD/ADHD.
  • Mentor each other and share strategies that work.
  • Communicate regularly with parents.
  • Ask for professional development if needed.
  • Familiarize yourself with district policies and
    state laws.
  • Administration needs to support teachers who have
    students who disrupt the educational process.

22
One Last Thought
  • Diversity has become the icon of American schools
    and is here to stay. Students with ADD/ADHD are
    part of the challenge.
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